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In der aktuellen Kompetenzforschung werden diverse komplexe Konstrukte erfasst. Die verwendeten Leistungstests resultieren oft in langwierigen Befragungen von Studierenden, welche so einer hohen Testbelastung ausgesetzt werden. Damit gehen Nachteile, wie beispielsweise eine sinkende Teilnahmebereitschaft, einher. Auffallend ist daher der noch seltene Einsatz adaptiver Testformate. Diese weisen eine höhere Effizienz auf als lineare Formate, womit sie die Belastung senken und die Teilnahmebereitschaft erhöhen könnten. In dieser Arbeit wird die Anpassung eines bereits bestehenden Leistungstests von einem linearen in ein adaptives Format beschrieben. Grundlage des Vorhabens ist der Ko-WADiS-Test zur Erfassung der Kompetenz naturwissenschaftlichen Denkens bei Studierenden der Fächer Biologie, Chemie und Physik. Den Kern der Arbeit bilden die messtheoretische Rahmung adaptiver Testformate und die Konzeption des neuen Testinstruments. Aus den Items des linearen Tests wurden mehrere adaptive Teststrukturen entwickelt und in simulierten Befragungen verglichen. Ein Multistage-Test mit drei Stufen und jeweils zwei Schwierigkeitsniveaus wies die höchste Messeffizienz auf und wurde praktisch implementiert. Zum Abschluss der Testentwicklung wurden mit dem neuen Instrument Lehramtsstudierende befragt und Messgenauigkeit sowie Messdauer in der Stichprobe mit denen des linearen Ko-WADiS-Tests verglichen. Durch das neue Testformat konnte eine signifikante Steigerung der Effizienz um 53% (Messdauer -30%, Messgenauigkeit +8%) erreicht werden.

Social sciences --- Adaptives Testen --- Kompetenzdiagnostik --- Naturwissenschaftliches Denken --- Item Response Theory --- Testkonstruktion --- Social sciences.

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In this issue, psychometrics researchers were invited to make reanalyses or extensions of a previously published dataset from a recent paper by Myszkowski and Storme (2018). The dataset analyzed consisted of responses to a multiple-choice logical reasoning nonverbal test, comprising the last series of Raven’s (1941) Standard Progressive Matrices. Although the original paper already proposed several modeling strategies, this issue presents new or improved procedures to study the psychometrics properties of tests of this type.

Raven matrices --- Standard Progressive Matrices test --- dimensionality --- bi-factor --- parallel analysis --- target rotation --- exploratory graph analysis --- E-assessment --- general mental ability --- nested logit models --- item-response theory --- ability-based guessing --- Standard Progressive Matrices --- Item Response Theory --- Bayesian statistics --- brms --- Stan --- R --- Raven’s progressive matrices --- intelligence --- distractors --- item analysis --- intelligence tests --- classical test theory --- IRT --- interaction model --- test-item regression --- Mokken scale analysis --- non-parametric item response theory --- psychometrics --- invariant item ordering --- regularized latent class analysis --- regularization --- fused regularization --- fused grouped regularization --- distractor analysis --- n/a --- Raven's progressive matrices

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The Pacific Rim Objective Measurement Symposium (PROMS) is held in Jiaxing, China August 6-9, 2012. Over the past years, PROMS has been promoting the research of and contributing to the development of Rasch Model in one way or another. As early as in 1980s, the ideas and concepts regarding IRT was first introduced into China by Prof. Shichun Gui, and it is Prof. Gui who first conducted with great success the ten-year long (1990-1999) Equating Project for Matriculation English Test (MET) in China. MET is the most influential entrance examination for higher education administered annually to over 3.3 million candidates then. The Equating Project won recognition by Charles Alderson and other foreign counterparts during 1990s. Academically, those were Good Old Days for Chinese testing experts and psychometricians. Then for certain reasons, the equating practice abruptly discontinued. Therefore, in China nowadays, the application of IRT-based software like BILOG, Parscale, Iteman 4 and others to real testing problem solving is confined to an extremely small 'band' of people. In this sense, PROMS2012 meets an important need in that it provides an excellent introduction of IRT and its application. And anyone who is seriously interested in research and development in the field of psychometrics or language testing will find such a symposium to be an excellent source of information about the application of Rasch Model. PROMS2012 focuses on recent advances in objective measurement and provides an international forum on both the latest research in using Rasch measurement and non-Rasch practice.

Education --- Social Sciences --- Education - General --- Rasch models --- English language --- Ability testing --- Education. --- Linguistics. --- Education, general. --- Linguistics, general. --- Linguistic science --- Science of language --- Language and languages --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Germanic languages --- Item response theory

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This comprehensive Handbook focuses on the most used polytomous item response theory (IRT) models. These models help us understand the interaction between examinees and test questions where the questions have various response categories.? The book reviews all of the major models and includes discussions about how and where the models originated, conceptually and in practical terms. Diverse perspectives on how these models can best be evaluated are also provided. Practical applications provide a realistic account of the issues practitioners face using these models. Disparate element

Social sciences --- Item response theory. --- Psychometrics. --- Measurement, Mental --- Measurement, Psychological --- Psychological measurement --- Psychological scaling --- Psychological statistics --- Psychology --- Psychometry (Psychophysics) --- Scaling, Psychological --- Psychological tests --- Scaling (Social sciences) --- Educational tests and measurements --- Psychometrics --- Mathematical models. --- Statistical methods. --- Measurement --- Scaling --- Methodology --- Quantitative methods in social research --- Mathematical statistics

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Multidimensional Item Response Theory is the first book to give thorough coverage to this emerging area of psychometrics. The book describes the commonly used multidimensional item response theory (MIRT) models and the important methods needed for their practical application. These methods include ways to determine the number of dimensions required to adequately model data, procedures for estimating model parameters, ways to define the space for a MIRT model, and procedures for transforming calibrations from different samples to put them in the same space. A full chapter is devoted to methods for multidimensional computerized adaptive testing. The text is appropriate for an advanced course in psychometric theory or as a reference work for those interested in applying MIRT methodology. A working knowledge of unidimensional item response theory and matrix algebra is assumed. Knowledge of factor analysis is also helpful. Mark D. Reckase is a professor of Measurement and Quantitative Methods in the College of Education at Michigan State University. He has been president of the National Council of Measurement in Education, Vice President of Division D of the American Educational Research Association, on the Board of Trustees of the Psychometric Society, and the editor of Applied Psychological Measurement and the Journal of Educational Measurement. He has been doing research in the area of MIRT since 1972.

Item response theory. --- Model data. --- Psychometrics. --- Item response theory --- Psychology --- Mathematical Statistics --- Social Sciences --- Mathematics --- Physical Sciences & Mathematics --- Measurement, Mental --- Measurement, Psychological --- Psychological measurement --- Psychological scaling --- Psychological statistics --- Psychometry (Psychophysics) --- Scaling, Psychological --- Measurement --- Scaling --- Statistics. --- Computer simulation. --- Social sciences. --- Psychological measurement. --- Statistics for Social Science, Behavorial Science, Education, Public Policy, and Law. --- Simulation and Modeling. --- Psychological Methods/Evaluation. --- Methodology of the Social Sciences. --- Methodology. --- Statistics for Social Science, Behavioral Science, Education, Public Policy, and Law. --- Psychological tests --- Scaling (Social sciences) --- Behavioral sciences --- Human sciences --- Sciences, Social --- Social science --- Social studies --- Civilization --- Computer modeling --- Computer models --- Modeling, Computer --- Models, Computer --- Simulation, Computer --- Electromechanical analogies --- Mathematical models --- Simulation methods --- Model-integrated computing --- Statistical analysis --- Statistical data --- Statistical methods --- Statistical science --- Econometrics --- Methodology --- Educational tests and measurements --- Psychometrics --- Psychological tests and testing. --- Social sciences --- Statistics for Social Sciences, Humanities, Law. --- Statistics . --- Psychology—Methodology.